Test bank and solution of BUsiness communications in pearson (1) 8e

8e

Business Communication: In Person, In Print, Online

INSTRUCTOR’S GUIDE
Chapter 2

Team and Intercultural Communication
Overview
Teams are successful when team members negotiate conflicts and
provide regular constructive feedback. Technology helps in planning
and completing successful team projects.
Intercultural communication is an essential part of international
business. Challenges of intercultural communication are not limited to
language differences. Other cultural variables—perceptions of context,
time and space, group or individualist orientation, and so on—add to
the complexity of working with people from other countries. When
communicating with people from other cultures, business professionals
maintain formality, show respect, and write and speak clearly.
Similarly, when communicating with diverse audiences, professionals
demonstrate respect through language choices about ethnicity, gender,
ability, age, and other variables. A diverse work environment brings
great value to companies and creates a more productive and inclusive
workplace.

Learning Objectives


Communicate effectively and ethically in small groups.



Collaborate to improve team writing.



Communicate with intercultural audiences.



Communicate with diverse populations.

Quick Links for Chapter 2
PPT Slides

| Solutions to Exercises | Handouts | Video Suggestions | Company Examples | BizCom in the News


Teaching Suggestions
Resources

LO1: Communicate effectively and ethically in small groups.
INTRODUCE the collaborative nature of communication. Emphasize the
importance of working with others in all areas of business.

INSTRUCT students to work in teams and share their “success” and
“horror” stories of working in teams.
14-week business: Students will share stories from their work (internships,
summer jobs, etc.) experiences.
14-week non-business: Students will share stories from personal
experiences (school team projects, planning a family road trip, etc.).

Each team will perform the following:


Based on the stories, compile a list of lessons learned: what
is effective and ineffective when communicating in a team.



Share the list with the rest of class.

DISCUSS the variables of group communication. Invite students to apply
these variables to the stories and lessons they shared in the previous
activity.
DISTRIBUTE the handouts, “How to Give Positive and Negative Feedback”
and “Using ‘I’ Statements When Giving Feedback.” Instruct students to
work in pairs and, through a role play, practice providing constructive
feedback to each other. Students may use the stories they shared earlier as
possible material for the role play situations.

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Resources

LO2: Collaborate to improve team writing.
INTRODUCE the concept of writing in teams. Invite students to brainstorm
possible business documents and messages that should be composed
collaboratively.

INSTRUCT students to work in teams similar to the earlier group activity
about working in teams (LO1). This time, invite students to share their
experiences of writing in teams.
DISCUSS strategies for successful writing in teams: using steps for team
writing, following a plan, and giving helpful comments on drafts.
If students have a class project in progress, ask them to bring the most
current drafts. Instruct students to work in pairs and practice providing
constructive feedback to each other based on their drafts.

Resources

LO3: Communicate with intercultural audiences.
INTRODUCE the intercultural aspect of business communication.
Discuss various dimensions beyond language that impact our
understanding of each other’s cultures. Discuss the negative impact of
such concepts as ethnocentrism and stereotyping.
INSTRUCT students to work in teams to discuss how cultural values may
impact communication in business. Possible situations may include the
following:


Creating an ad for an overseas campaign to promote a
new product



Replying to an email complaint from a customer from
Europe



Videoconferencing with partners from Japan about
building new production facilities

Ask students to brainstorm possible communication challenges caused
by intercultural differences and potential solutions. Invite each team to
share their analysis with the rest of the class.

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Resources

LO3: Communicate with intercultural audiences.
INTRODUCE the story, “No ‘Email’ for Chinese Media,” on
www.bizcominthenews.com. In addition to the activities suggested on
the blog, invite students to discuss potential consequences the ban
may bring for businesses.
As with any activity in this section, this would be an opportunity to
encourage international and intercultural students in class to actively
contribute. Without feeling pressured, they may provide very
interesting and useful insights from their own cultural perspective.

{

INSTRUCT students to choose a website of a global company, for
example, Coca-Cola, and to find various versions of the site for different

countries. Ask students to complete the following tasks:
Analyze the ways the company adapts its writing style,
use of graphics, and other features to different cultures.



Write a brief report on the findings and include screen
shots of the company’s website(s) to illustrate main
points.

Resources

LO4: Communicate with diverse populations.

[Click
Value of
to Diversity
edit Master
andtitle
Inclusion
style]

INTRODUCE the concept of diversity and invite students to discuss how
diversity may impact communication at work. Possible questions to
discuss may include the following:

Ensures that all employees
can reach their full
potential within a company

Helps teams solve problems
and make better decisions

Creates a more interesting
work environment
Copyright © 2012 Cengage Learning



Team Communication |

Collaborative Writing

|

Intercultural

|

Diversity
26



What are the benefits of a diverse workplace?



What are the challenges of a diverse workplace?



How does a diverse workplace impact communication?

DISCUSS the concept of inclusion as related to diversity in workplace.

INTRODUCE the story, “Comments on BBC Program Called ‘Outrageous,
Vulgar, and Inexcusable,’” on www.bizcominthenews.com. Ask the
following questions to facilitate a discussion:


After listening to the news clip, how do you assess the
comments about Mexicans? Do they offend you? Can

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Resources

LO4: Communicate with diverse populations.
you see how they might offend others?


Read BBC's response to the incident. The statement
acknowledges an apology but also defends the practice of
"national stereotyping" as part of the show—as well as
part of British humor. Do you buy this explanation?

14-week business: INSTRUCT students to perform “damage control” on
behalf of BBC, using various channels of communication. Potential
media may include an open letter, blog or Facebook post, Twitter
update, or internal memo to employees.
SHARE 2-3 recent stories that focus on communication with diverse
populations (for example, the clip of President Obama on The Tonight
Show with Jay Leno). Ask students to comment on the stories and the
ways people communicated under the circumstances.
INSTRUCT students to search for and share with the class similar
stories. Ask them to prepare 2-3 questions for each story to use as
discussion starters.
INTRODUCE the story, “Customer Captures Anti-Gay Comments at
Starbucks, ” on www.bizcominthenews.com. Ask students to answer
the questions from the blog:


How, if at all, does the customer's alleged experience and
Starbucks' response affect your perspective of Starbucks
as an employer or as a company?



If you owned the Long Island Starbucks store, what, if
anything, would you do in response to the customer's
blog post?

ASK students to analyze the role communication played in the incident.
Encourage students to brainstorm possible ways Starbucks can avoid
similar situations with its employees in the future.

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Solutions to Exercises
3Ps in Practice: Tailoring a Message to Different Audiences
Process
1. From studying Geert Hofstede’s cultural dimensions, what differences exist between the
United States and Brazil that may be relevant to your communication?
Brazil has high power distance; the United States has low power distance. This means Brazil is
a culture in which management decisions are made by the boss simply because he or she is
the boss. Brazil has similar Hofstede dimensions to many Latin America counties. Brazil has
high uncertainty avoidance and is a collectivist society. The United States has low uncertainty
avoidance and is a highly individualist culture.
2. How can you use words to relate to each audience?
For Brazilian parks, I will use words that create stricter rules and laws, and (as opposed to
suggestions) will play to Brazil’s high power distance. Since Brazil is a collectivist society,
the emphasis should be on a community group effort to improve the pollution problem.
For U.S. parks, because of the low power distance and individualist culture, words should
make suggestions—not commands—that emphasize the individual.
3. What images will you use for each audience?
For Brazilian parks, I will use images of families and people in relationships using reusable
items because Brazil is a collectivist society. For U.S. parks, I will focus on images of
reusable shopping bags, water bottles, coffee mugs, and food containers because the
United States is an individualist society, and the images of people are less persuasive.

Product
Student responses will vary but should incorporate the words and images suggested above. The
posters should reflect the cultural dimensions of the United States and Brazil in order to be most

persuasive to members of that country.

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1.

Analyze a team’s communication.

Student responses will vary based on their personal experience working as part of a team.
Student responses should consider the three main variables of a team’s communication: conflict,
conformity, and consensus. See Figure 1 in the text for further understanding of these three
variables. Student responses should also include a reflection of how their team communication
skills can be improved in the future.

2.

Explain a team’s communication.

Student responses will vary based on their personal experience working as part of a team.
Students should take their analysis from Exercise 1—of conflict, conformity, and consensus—and
describe their ideas to the class.

3.

Provide feedback.

Support responses such as the following, but encourage students to use their own,

conversational style:
a. “When you do not have your part of the plan drafted at the time we agree
upon, I feel frustrated because it puts all of us behind schedule. I would like
you to complete your part by tomorrow because it will enable us to submit the
final plan to the boss on schedule. What do you think?”
b. “When you miss a deadline, I feel angry because this is the third time this year
you have missed a deadline. I would like you to consider finding a way of
planning your schedule that allows you to finish your part of projects by the
deadline. That way, we can all benefit by submitting projects on time.”
c. “Anita, you did a beautiful job. The attractive design for the final document
will certainly add to the appearance of the report and make it easier to read.
Your hard work and dedication to the project make you a real asset to our
team.”
d. “When you did not arrive at our meeting on time, we were all worried because
you normally are here on time. I’m glad that you were not injured. Thank you
for coming as quickly as you could to submit your part of the report.”
e. “When you miss our meeting to work on another report, I feel disappointed
because this project is important to the success of our division. I would like
you to arrange to attend future meetings because we need to coordinate all
parts of the project. What do you think?”

4.

Identify poor team behavior.

The television show The Office is commonly filled with these characteristics of poor team
behavior:


They get off-track with too many pranks. (Although, having fun in the workplace

can be good too!)

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

Interpersonal conflict is often messy and gets in the way of the entire office’s
productivity.



Many of the jokes told throughout the Office are towards an individual’s
personality or personal characteristics, which is destructive to team dynamics.



Rarely do they receive positive feedback. The feedback employees receive is often
negative or sarcastic.



Often two or more members of the Office take sides against other members about
some issue, which is destructive to the productivity of a team.

Students may identify several more characteristics depending on which episode of The Office
they choose to watch.

5.

Comment on a peer’s writing.

Students should pair off and exchange draft documents. Students should then provide feedback
on their peer’s draft based on the tips provided in the chapter (Figure 6). Students should debrief
with their partners and discuss helpful versus unhelpful feedback and best practices for helpful
feedback. Encourage students to evaluate the amount of feedback as well as the quality. Did the
reviewer make enough comments? Too many? Was the tone appropriate—not too harsh but
clear enough about suggestions?

6.

Create a project plan.

Students will need to think comprehensively to produce a well-developed project plan for a
company’s new website. Ensure that students discuss the content of the website, how that
content will be communicated, and the communication strategy among team members. Refer to
Figure 5 for an example of a simplified project plan.

7.

Contribute to Wikipedia.

Student responses will vary based on the student’s expertise. You can check students’ work on
Wikipedia and see whether or not they contributed throughout the collaborative editing process.
During a class discussion, debrief which contributions were changed, and ask for students’
reactions: do they agree with the change and see the value of collaborative writing?

8.

Set up a wiki.

Student responses will vary based on the wiki site they select and the wiki content. Students
should analyze how the wiki helps communication for their class project or campus organization.
Consider the benefits of wikis listed in the chapter.

9.

Improve how you use a wiki.

Students should discuss the benefits of using a wiki; encourage students to think about
functionality they can use in the future (for example, online chat, text reminders, or a shared
calendar). Have students discuss how their use of the wiki could be improved as well as the
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advantages and disadvantages of the different wikis students have used. What has and has not
worked well?

10.

Interpret two messages from international offices.

The message from the Berlin office is direct and straightforward. It was somewhat abrupt as well:
the email was not addressed to the team members, the message contained two sentences, and
Ms. Zimmermann signed her initials, “KZ.” Germany, a country with low context sensitivity, relies
more on explicit communication. Tasks are more important than relationships, so people use a

direct style of communication. Ms. Zimmermann’s style doesn’t necessarily mean that she is
unhappy with the plan; she says it is “acceptable,” which may be intended as a compliment.
The message from the Tokyo office includes an exchange of pleasantries, warmth, and a longer
reaction to the team’s orientation plan. Japan, a country with high context sensitivity,
emphasizes relationships. There was no mention of a direct “yes” or “no” to the team’s
suggestion of a week of work prior to the internship start date. This is reflective of the high value
Japan places on relationships. Mr. Yamashita does not want to directly say “no” because this may
be perceived as impolite.

11.

Adapt to cultural differences in email responses.

To:

Karla Zimmermann, Managing Partner, Berlin Office

Cc:

Akira Yamashita, Managing Partner, Tokyo Office
Sondra Simmons, HR Manager, Corporate Office

From:

Team Members

Subject:

Re: Feedback on Your Proposed Orientation Plan for Interns

Dear Ms. Zimmermann,
We want the interns to spend time researching Dewey, Wright, and Howe to become
familiar with our company. We could change the plan so that they do this research on their
first day of work.
Would this be acceptable?
Team Members

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To:

Akira Yamashita, Managing Partner, Tokyo Office

From:

Team Members

Cc:

Karla Zimmermann, Managing Partner, Berlin Office
Sondra Simmons, HR Manager, Corporate Office

Subject:

Re: Feedback on Your Proposed Orientation Plan for Interns

Dear Mr. Yamashita,

Thank you for your kind response to our Orientation Plan. We are glad that you find it
acceptable.
By asking the interns to spend some time researching our company, we hope they will be
more familiar with our values and vision. To address Ms. Zimmermann’s concern about
compensation, we could have the interns do this work during their first day of work instead.
Thank you for taking the time to review our Orientation Plan. Please let us know if there is
anything else we should change.
Best regards,
Team Members

12.

Research international communication and write an advice memo.

To:

Marcus Seligman

From:

Ben Torrey

Subject:

Understanding Chinese Culture on International Business

Dear Marcus,
The success of your international business endeavors in China depends greatly on how well you
understand and adapt to the culture.
In Chinese culture, personal relationships are extremely important. Because the Chinese

emphasize relationships, bringing gifts with you is one way to extend and build a personal
relationship with Chinese businesspeople. Business meetings may be longer and more drawn out
because the relationships, not the issue or task, may be the sole purpose for a meeting.

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Chinese businesses have a hierarchical structure, where managers make decisions and give
directions for the organization. When making a decision in groups, however, you need to find
harmony and consensus: don’t be too direct and give orders. Instead, take the time to explain
your view in different ways and to understand your Chinese partners’ perspectives. Discuss the
issues thoroughly until you all come to an agreement.
The Chinese have different verbal and non-verbal communication characteristics from
Americans. They converse with limited visual body movement. To Americans, it may seem that
they have no body movement, but pay attention to subtleties. In addition, the Chinese find it
difficult to say “no.” Some may say, “Yes, but it will be a challenge” or “Yes, probably,” which to
Americans sounds like “yes” but is intended as a “no.” When trying to reach an agreement with
Chinese businesspeople, verify that their “yes” is in fact a positive affirmation.
By applying this cultural knowledge, you will have effective communications with Chinese
businesspeople. I wish you the best of success.
Best regards,
Ben

13.

Present cultural differences to the class.

Student responses will vary based on the student’s experience on an international visit. Allow

students to make open-ended observations about the country they visited. Students should
consider cultural values discussed in the chapter including individualism, long-term orientation,
time orientation, power distance, uncertainty avoidance, formality, materialism, and contextsensitivity. Challenge the presenter to distinguish between cultural stereotypes and his or her
own experience. Encourage the rest of the class to ask clarifying questions throughout or at the
end of the presentation.

14.

Analyze an intercultural situation.

Joe’s intercultural skills are very weak. He apparently has little understanding of the Japanese
culture and how decisions are made. Here is a list of some specific missteps:


He was late for his appointment, whereas the Japanese are very time conscious.
This probably affected his credibility and may have been perceived as arrogance.



He made an offensive statement about Japanese drivers; the Japanese are very
sensitive about hurting the feelings of others.



He used slang phrases (“let’s get right down to brass tacks,” “hammer out the
details”) that Mr. Nakamura probably did not understand.



He demanded a quick response and focused on individuals (“who knows more

about this than you and I do?”). The Japanese are slower to make decisions, and

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most of their decisions are made by groups rather than by individuals. Joe’s
comments may have been perceived as arrogant.


He sat down facing the manager and maintained eye contact. The Japanese prefer
to sit side by side while handling business, because eye contact is considered
irritating or rude.

Nakamura’s response probably meant that he understood what Joe was saying, rather than that
he agreed with him.

15.

Analyze how well a company adapts to international audiences.

The student’s response should look similar to the analysis of the McDonald’s websites in Figures
10 and 11. Students should look at several different countries and identify the differences that
are well (or not-so-well) suited to that country. Students may find that their international
company of choice does not adapt to different cultures well. If so, encourage students to make
recommendations about how these webpages can be improved to appeal to the people of those
nations.

16.

Learn about someone’s cultural background.

Students are to interview a peer about his or her cultural background. This should be an
opportunity for students to learn about cultural diversity and understand the value of diversity.
As students are interviewing each other, you might encourage them, in some cases, to go deeper
and ask more pointed questions. However, if students appear uncomfortable with the interviews,
you could intervene and help broaden some questions.

17.

Respond to domestic intercultural issues.
a. Remind Alton that people converse most easily in their native language.
Suggest that he ask the individuals to let him know what is going on because
he does not understand what they are saying. The other individuals could b e
reminded to use English when others who do not speak their language are
near.
b. Suggest that Jason and his supervisor sit at a table when negotiating. This will
permit both to be at eye level. Jason should also be prepared for the session
to ensure that the substance of his perspective or position will be covered
thoroughly.
c. Discuss with Raisa the problems that can arise from avoiding an employee.
Suggest that she focus on Roger’s eyes. If she is unable to follow your advice,
recommend a counseling intervention to help her; otherwise, Raisa may be ill
suited to be a supervisor.
d. Sheila is justified in her belief that profanity should not be used during a
business meeting regardless of the gender of the participants. Thank her for

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her perspective. Alex should be privately admonished about profanity in the
office. Use a constructive feedback approach.
e. Making coffee and cleaning up after oneself is not a female role. It is a chore
that should be shared by all who drink coffee. On the other hand, muscle
power may be gender specific. Lifting a heavy carton may be most efficiently
handled by Jim and is an appropriate use of office human resources. As
manager, you will discuss this viewpoint with Jim privately.

18.

Use inclusive language.

Changes are highlighted below:
a. The mayor opened contract talks with the union representing local police
officers.
b. While the sales associates are at the convention, their spouses or partners will
be treated to a tour of the city’s landmarks.
c. Our company gives each supervisor the day off on his or her birthday.
d. Our public relations director, Heather Marshall, will ask her secretary, Bonita
Carwell, to take notes during the president’s speech.
e. Neither Mr. Batista nor his secretary, Ms. Hawkins, had met the new family.

19.

Discuss your views of using inclusive language.

Students should consider how language could support or discourage diversity. Encourage

students to be honest in how they respond. You might make the point that language for
business communication (in a workplace) is different from how students may speak with friends.

20.

Use gender-neutral language.
a. Police officer
b. Member of the clergy
c. Firefighter
d. Sales representative, sales associate
e. Mail carrier, letter carrier, postal worker
f. Porter, baggage handler
g. Maintenance
h. Repairperson, technician, engineer, mechanic
i. Sewer cover, utility lid
j. Server

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